Teacher's book english 4 (new)

Sách giáo viên tiếng anh lớp 4 mới

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UNIT 1 - Good Morning How Are You?

Competences

•Greeting someone formally

•Giving answers to the question How are you?

New language

•Phonics/Pronunciation: morning afternoon

•Vocabulary: morning, afternoon, evening

well, bored, happy, OK

•Sentence patterns : - Good morning, Miss Hien

I’m fine, thank you.

Resources

•Student’s Book Tiếng Anh 4, Tập Một, Unit 1, Pp 6 - 11

•Audio and visual aids: Recordings, stickers, flash cards,

and large-sized sheets of paper for the dialogues on

Page 8, the Bingo Game on Page 9, and the chant on

Page 11

PROCEDURE LESSON 1

Duration: 2 periods Objective: Pupils will be able to greet someone formally.

Warm-up: Teacher and pupils introduce themselves.

1 Look, listen and repeat.

Ask pupils to open their Student’s Book on Page 6 and look at the picture of the

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class Help them to identify the teacher (Miss Hien) and the pupils Tell pupils

that they are going to look at the dialogue in their Student’s Book, listen to the recording and repeat the dialogue between Miss Hien and the pupils.

Play the recording through for pupils to listen to the dialogue.

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Play the recording again, pausing after each line for pupils to repeat Repeat the

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step when necessary.

Divide the class into two groups Ask one group to repeat Miss Hien’s part and

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the other the pupils’ part.

Check to make sure pupils can repeat and understand the dialogue.

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2 Look and say.

Ask pupils to look at Pictures a, b, c, and d on Page 6 Tell them to identify the

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people in each picture (Picture a: Mr Loc and Nga; Picture b: Mr Green and Mrs

Brown; Picture c: Mr Brown and Mrs Green and Picture d: Linda and Mrs Lan) Ask

them to identify what part of the day it is in each picture

Do the task with one pupil as an example (e.g Teacher:

• Good morning, Nam

Nam: Good morning, Miss Minh).

Ask pupils to work in pairs, one pupil says the greetings and the other the

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responses Repeat the step, but this time ask pupils to swap their roles.

Select some pairs of pupils to demonstrate the task in front of the class Monitor

people in each picture (Picture a: Mrs Brown and Mrs Green; Picture b: Mr Loc and

Quan and Linda; Picture c: Mr Green and Mr Brown and Picture d: Miss Hien and some pupils sitting on the bus) Tell pupils that they are going to practise greeting

and responding to greetings appropriately, using good morning, good afternoon,

good evening, and goodbye.

Ask pupils to work in pairs, one pupil says the greetings and the other the

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responses Repeat the step when necessary.

Ask pupils to role play the greetings and responses.

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Select some pairs of pupils to demonstrate the task in front of the class.

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4 Listen and tick.

Ask pupils to open their Student’s Book on Page 7 Tell them that they are going

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to listen to the recording and tick the correct answers.

Play the recording through for pupils to listen.

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In this lesson, pupils have learnt :

to greet formally according to each part of the day, using expressions such as

good afternoon, good evening, and good night ; and

to listen for specific information.

to pronounce correctly the sound of the letters

and that of the letter n; and

to listen and to read for specific information.

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Warm-up: Ask pupils to play the Slap the Board game, using flash

cards of good morning, good afternoon, good evening and good night/goodbye.

1 Listen and repeat.

morning afternoon

Good morning, Miss Hien.

Good morning, Nga.

Good afternoon, Miss Hien.

Good afternoon, Linda.

Ask pupils to open their Student’s Book on Page 8 Stick the large-sized sheet of

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paper with the two dialogues on the board Draw pupils’ attention to the sound

of the letters ng as in morning and that of the letter n as in afternoon Tell them

to listen and pronounce these sounds correctly.

Ask pupils to look at the dialogues on the board Pronounce the focused sounds

Ask some pupils to say the dialogues, paying particular attention to the

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pronunciation of the sound of the letters ng and that of the letter n Provide

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2 Listen and number.

Ask pupils to look at the pictures on Page 8 Help them to identify the part of

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the day in each picture (e.g Picture a: morning; Picture b: afternoon; Picture c:

evening and Picture d: night) Tell them that they are going to listen to four

dialogues and number the correct pictures.

3 Read and tick.

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to read the dialogues and tick the correct pictures

Let pupils read the dialogues and do the task individually Monitor the activity

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and offer help when necessary.

Ask pupils to exchange their answers with their partners to find out possible

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4 Let,s play.

Bingo

Ask pupils to open their Student’s Book on Page 9 Stick the large-sized sheet

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of paper with the grid on Page 9 on the board Tell pupils that they are going to

play the Bingo game.

Explain how the game is played Tell pupils that there are six words in the grid

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(good morning, good afternoon, good evening, goodbye, good night, and hello)

Ask them to copy the grid down to their notebooks and select six words at random to put them in the boxes When everything is ready, call out the words from the large-sized sheet of paper, one at a time If it is the word that the pupil has chosen, he/she puts a cross on the word Continue calling until there is a

pupil getting three words on a straight line crossed out and calling Bingo! He or

she is the winner.

Follow-up

Ask pupils to look for some words which contain the sound of the letters

words which contain the sound of the letter n (e.g morning, afternoon, speaking, spoon,

soon, evening) Ask them to make a table of two columns and write the words which contain

the sound of the letters ng in one column and that of the letter n in the other.

Example:

morning speaking evening

afternoon spoon soon Summary

In this lesson, pupils have learnt:

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Homelink

Pupils practise pronouncing the sound of the letters

dialogues on Page 8.

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LESSON 3

Duration: 2 periods

Objective: Pupils will be able to give answers to the question How

are you?

Warm-up: Ask pupils to read the two dialogues on Page 8 in order

to check their pronunciation of the sound of the letters

ng and that of the letter n.

Ask pupils to open their Student’s Book on Page 10 Tell them that they are

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going to listen to and repeat the dialogue between Mr Robot and Tom Teach

the word bored and explain its meaning

Play the recording through or read the dialogue aloud for pupils to listen as they

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follow the dialogue.

Play the recording again, pausing after each line for pupils to repeat.

pupils’ pronunciation mistakes when necessary.

2 Look and say.

Ask pupils to look at Pictures a, b, c, and d on Page 10 Tell them that they are

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going to practise answering the question How are you? in four different

situations.

Ask pupils to identify the people in each picture (Picture a:

• Mr Robot and Mai;

Picture b: Mr Brown and Mr Green; Picture c: Mrs Lan and Mrs Green and Picture d:

Mr Robot and Phong).

Do the task with one pupil as a model (e.g Pupil:

• How are you, Miss Huong?

– Teacher: I’m bored, Nga.).

Ask pupils to work in pairs to practise asking and answering the question

are you?, using the word under each picture (bored, OK, well, happy) as a cue

Monitor the activity, offer help and correct pupils’ mistakes when necessary Call on some pairs of pupils to practise asking and answering the question

going to complete the bubbles, using the expressions (Good evening, Good

afternoon) in the yellow boxes.

Help pupils to identify each part of the day it is in each picture (Picture a:

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evening and Picture b: afternoon).

Ask pupils to complete the bubbles individually and then exchange their

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Good night, good night, Mummy.

Good night, good night, Daddy.

Good night, good night, Mary.

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of paper with the chant on Page 11 on the board Tell them that they are going

to sing the chant.

Play the recording through for pupils to get familiarized with the pronunciation,

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the stress, the rhythm and the intonation of the chant.

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Play the recording once more for pupils to repeat the whole chant.

In this lesson, pupils have learnt to give answers to the question

• How are you? correctly and

appropriately, using bored, OK, well, and happy.

Homelink

Pupils practise singing the chant on Page 11.

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UNIT 2 - My New Friends

Competences

•Asking and answering questions about where someone

is from

•Stating one’s own nationality or the nationality of others

•Asking for and giving the full name of a pupil/person

New language

•Phonics/Pronunciation: Vietnamese

•Vocabulary: England, English

America, American Australia, Australian Viet Nam, Vietnamese China, Chinese

Japan, Japanese full, name

•Sentence patterns: - Where are you from?

Resources

•Audio and visual aids: Recordings, stickers, puppets,

flash cards, and large-sized sheets of paper for the chant

on Page 14, the game on Page 15, and the song on Page 17

PROCEDURE LESSON 1

Duration: 2 periods Objective: Pupils will be able to ask and answer questions about

where someone is from

Warm-up: Pupils sing the chant on Page 11.

Ask pupils to open their Student’s Book on Page 12 and look at the picture Tell

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them that the girls in the picture are Linda and Akio and that they are at a big international chess competition for pupils in Ha Noi Tell pupils that they are going to look at the dialogue in their Student’s Book, listen to the recording and repeat the dialogue between Linda and Akio.

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Play the recording again, pausing after each line for pupils to repeat, paying

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special attention to the pronunciation of the words Akio, Japan, and England.

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Divide the class into two groups Ask one group to repeat Linda’s part and the

2 Look and say.

Ask pupils to look at Pictures a, b, c, and d on Page 12 Help them to identify the

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girls and the boys in the pictures (Picture a: Akio and Mai; Picture b: Phong and

Akio; Picture c: Akio and Tom and Picture d: Akio and Tony).

Teach the new words

• Japan, America, and Australia and the new sentence

patterns Where are you from?, I’m from .

Ask pupils to practise asking and answering the question

• Where are you from?,

using the puppets of Akio and Mai as an example

A and B are from two foreign countries They meet each other in Viet Nam when

they are on a holiday A introduces himself/herself and then asks B Where are you

from? B answers I’m from ., choosing one of the countries represented in

the pictures or any other countries he/she would like to choose

Demonstrate how to do the activity with a pupil

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Let pupils perform the task in pairs Monitor the activity and offer help when

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necessary.

Select some pairs to role play in front of the class Praise e.g

• Well done, or Very good.

4 Listen and tick.

Ask pupils to look at the pictures on Page 13 Tell them that they are going to

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listen to different pupils talking about where they come from They have to tick

the correct pictures Help them to identify the country in each picture (1 Picture a: Japan and Picture b: Australia; 2 Picture a: Viet Nam and Picture b: England).

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Transcript:

1 Hi I’m Tony I’m from Australia.

2 Hello I’m Linda I’m from England.

to ask and answer questions about where someone is from, using

• Where are you from?, I’m from _.; and the vocabulary items such as Viet Nam, America, Japan and Australia; and

to pronounce correctly the sounds of the letters

Lesson 1 and say where the pupils in the pictures are from

to listen to the chant and pronounce correctly the sounds of the letters ese as in

Vietnamese, Japanese, and Chinese.

Stick the large-sized sheet of paper with the chant on the board and tell pupils

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to look at the chant on it.

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Point to the word

• Vietnamese, and then point to the first part; e.g Vietnam

Get pupils to say it Then point to the ending ese and say it aloud Then say the whole word Vietnamese Underline ese and say it as a model Get pupils to say it

several times.

Play the recording for pupils to repeat the chant, paying special attention to the

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pronunciation of the sounds of the letters ese as in Vietnamese, Chinese, and

Japanese Repeat the step when necessary.

Ask some pupils to sing the chant Provide help and correct mistakes when

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necessary.

Tell pupils that they are going to listen to Mai talking about her friends’ nationality

3 Read and circle.

Get pupils to open their Student’s Book on Page 15 Tell them that they are

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4 Let,s play.

Jumbled Letters (Group Game)

Words: China, Chinese, Viet Nam, Vietnamese, Japan, Japanese, England, English

Check first to see if pupils can read and recognize the new words Show flash

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cards and ask individual pupils to read the words as prepared

Divide pupils into groups Tell them that you will show them the words in which

write the word on the board) If it is correct, give the group a point.

Continue with the rest of the words

to pronounce correctly the sounds of the letters

pupil/person

Ask pupils to open their Student’s Book on Page 16 Tell them to identify the

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people in the picture (Tom, his mother – Mrs Green, and Miss Hien) Tell them that

they are going to listen to and repeat the dialogue between Miss Hien and Mrs Green

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Stick the large-sized sheet of paper with the dialogue on the board and ask

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pupils to look at the dialogue on it.

Play the recording through or read the dialogue aloud for pupils to listen.

2 Look and say.

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going to practise asking and answering the question What’s his/her full name?

Ask pupils to look at the full name of the pupil in each picture (Picture a:

Call on some pairs of pupils to perform the task in front of the class.

friend in another city or country Tell pupils that they are going to write a letter

to a pen friend (a boy or a girl) in another country.

Tell pupils to go through the letter outline and discuss how to complete it

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Use one pupil in the class as an example and write his/her letter on the board

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with pupils’ help.

Erase the letter on the board and get pupils to complete their own letters by

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filling in the blank spaces with their own information Monitor the activity and

if pupils need help with spelling of words, write up the words they need on the board.

Get one or two pupils to read their letters to the class.

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4 Let,s sing.

Tune: Frère Jacques

Lyric

What’s your full name?

Tony Black.

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How do you spell it?

I don’t know.

Do you know?

Tell pupils that they are going to sing the song about a child who could not spell

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his full name.

Play the recording through or read the song aloud for pupils to listen.

to ask for and give the full name of a pupil; and

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•Phonics/Pronunciation: September June

• Vocabulary: January, February, March, April, May, June,

July, August, September, October, November, December

first, second, third, fourth, fifth

birthday, date, today, of when

•Sentence patterns: - When’s your birthday?

- What’s the date today?

It’s the fifth of October

Resources

•Audio and visual aids: Recordings, stickers, puppets,

large-sized sheets of paper for the chants on Page 20

and Page 23, and the song on Page 21

PROCEDURE LESSON 1

when someone’s birthday is

Warm-up: Pupils sing the song on Page 17.

Ask pupils to open their Student’s Book on Page 18 and look at the picture of

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the birthday party Help them to identify the pupils (Mai and Nga) and Mr Robot

Tell pupils that they are going to look at the dialogue in their Student’s Book, listen to the recording and repeat the dialogue between Mai, Nga and Mr Robot

Explain the meaning of the words birthday and May

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Divide the class into three groups Ask the groups to repeat Mai’s, Nga’s and Mr

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Robot’s parts.

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2 Look and say.

Ask pupils to look at the calendar sheets on Page 18 Tell them that they are

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going to practise asking and answering the question When’s your birthday?,

using the names of the months.

Teach the new words

• January, February, March, April, May, June, July, August, September, October, November and December, and the sentence patterns When’s your birthday? - It’s in .

Ask pupils to practise asking and answering the question

• When’s your birthday?,

using the puppets of Mai and Nga as an example

Ask pupils to work in pairs, one pupil asks the question and the other gives the

(at a birthday party) and the characters (two boys and one girl) in the picture

Tell pupils that they are going to practise asking and answering questions about when someone’s birthday is, using the names of the months.

Demonstrate how to do the activity with a pupil (e.g Teacher:

• When’s your birthday?, Nam: It’s in June.).

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answer Repeat the step but this time ask pupils to swap their roles.

Ask pupils to role play, asking and answering when their own birthdays are.

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Select some pairs of pupils to demonstrate the task in front of the class.

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4 Listen and tick.

Ask pupils to look at the pictures on Page 19 Tell them that they are going to

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listen to the recording (different pupils asking and answering questions about when their birthdays are) and tick the correct answers Check if pupils can identify the month in each picture before they listen.

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to ask and answer questions about when someone’s birthday is, using the question

that of the letter j; and

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Warm-up: Pupils play the Slap the Board game, using month words

September June

January, February, March, April, May and June, July, August, September, October, November, December, And back to January again.

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of paper with the chant on the board Draw pupils’ attention to the sound of the

letters er as in September and that of the letter j as in June Tell them to listen

and pronounce these sounds correctly.

Ask pupils to look at the chant on the board Pronounce the focused sounds

Repeat the step when necessary.

Divide the class into five groups Ask each group to say one line of the chant

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Clap hands to get the rhythms

When pupils are familiar with the chant, ask some pupils to sing the chant,

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paying particular attention to the pronunciation of the sound of the letters er

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Ask pupils to look at the pictures on Page 20 Ask them to say the month in

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each picture (Picture a: June; Picture b: July; Picture c: September and Picture d:

November) Tell them that they are going to listen to four dialogues and number

the correct pictures.

3 Read and number.

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going to read the dialogue and number the lines Tell them that there are six lines in the dialogue; the first and the last lines have already been numbered They have to read and number the other four lines Explain the meaning of the

words cake and today

Let pupils read the dialogue and do the task individually Monitor the activity

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and offer help when necessary.

Ask pupils to exchange their answers with their partners to find out possible

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4 Tom: Happy birthday, Linda.

5 Linda: Thank you When’s your birthday?

2 Tom: Hello, Linda Oh! A nice cake!

3 Linda: Yes It’s my birthday today.

Stick the large-sized sheet of paper with the song on the board Tell pupils that they

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are going to sing the Happy Birthday song Tell them that this is the song children in

many countries often sing on the occasion of someone’s birthday

Play the recording through or sing the song aloud for pupils to listen

Vary the song and get pupils to sing the

• Happy Birthday song, using names of the pupils in

the class instead of Linda (e.g Happy birthday, dear Le Nam)

Summary

in June; and

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Homelink

Pupils sing the

• Happy Birthday song at home.

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LESSON 3

dates

Warm-up: Pupils sing the Happy Birthday song on Page 21.

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going to listen to the recording and repeat the dialogue between Miss Hien

and the pupils Explain the meaning of the word date and the phrase the fifth of

October

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pupils’ pronunciation mistakes when necessary.

2 Look and say.

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going to practise asking and answering the question What’s the date today?,

using the cues in the pictures.

Help pupils to say the date under each picture and understand its meaning

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(Picture a: the first of October; Picture b: the second of October; Picture c: the third

of October and Picture d: the fourth of October) Teach the new words first,

second, third and fourth.

Do the task with one pupil as a model (e.g Pupil:

• What’s the date today, Miss Huong? – Teacher: It’s the first of October.).

the date today?, using the date under each picture as a cue Monitor the activity,

offer help and correct pupils’ mistakes when necessary.

Call on some pairs of pupils to practise asking and answering the question

going to complete a birthday card to his/her friend.

Ask pupils to look at Linda’s birthday card to Nam and read it individually Go

with pupils’ help Then erase it and get pupils to complete their own cards, filling

in the blank spaces with their own information

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Monitor the activity and provide help when necessary.

the stress, the rhythm and the intonation of the chant Explain the meaning

of the new words and expressions (e.g walk under the arch, look at the moon,

to ask and answer questions about dates, using ordinal numbers

• first, second, third, fourth

and fifth and names of the months; and

to write a simple birthday card to a friend.

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Homelink

Pupils sing the chant on Page 23.

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UNIT 4 - Things I Can Do

•Phonics/Pronunciation: can can’t

• Vocabulary: swim, draw, dance, ride a bike, play the

piano, use a computer, play badminton

•Sentence patterns: - What can you do?

I can dance.

- Can you play badminton?

Yes, I can./No, I can’t.

Resources

and Page 29, and the game on Page 27

PROCEDURE LESSON 1

what someone can do

Ask pupils to open their Student’s Book on Page 24 and look at the picture Help

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them to identify the pupils in the picture (Mai, Nam and Phong) Tell pupils that

they are going to look at, listen to, and repeat the dialogue between Mai, Nam

and Phong Explain the meaning of the phrases can draw, can dance, can sing.

Play the recording through or read the dialogue aloud for pupils to listen as

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they follow the dialogue.

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Divide the class into three groups Ask the groups to repeat Mai’s, Nam’s and

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Phong’s parts Repeat the step, but this time ask the groups to swap their roles Check to make sure pupils can repeat and understand the dialogue.

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2 Look and say.

Ask pupils to look at Pictures a, b, c, and d on Page 24 Help them to identify

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what the boy/girl can do in each picture.

Use the flash cards to teach the new phrases

• use a computer, play the piano, speak English, and ride a bike

Do the task with one pupil as a model, using the sentence patterns in the

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bubbles, (e.g Teacher: What can you do?, Pupil: I can use a computer.)

can you do?, using the phrase under each picture as a cue

Select some pairs of pupils to demonstrate the task in front of the class Monitor

what the boy/girl in each picture can do (Picture a: draw a dog; Picture b: use a

computer; Picture c: ride a bike and Picture d: speak English) Tell pupils that they

are going to practise asking and answering questions about what someone can do.

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answer, using picture cues.

Ask pupils to role play the questions and the answers about their own abilities

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Monitor the activity and offer help when necessary.

Select some pairs of pupils to role play in front of the class

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Ask pupils to look at the pictures on Page 25 Tell them that they are going

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to listen to different pupils talking about what they can do and number the

correct pictures Help them to identify what the boy/girl in each picture can do (e.g Picture a: ride a bike; Picture b: swim; Picture c: draw a parrot and Picture d:

play the piano).

A: What can you do?

B: I can draw a parrot

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3

B: I can ride a bike.

4

B: I can play the piano.

to ask and answer questions about what someone can do, using

• can and the phrases such

as use a computer, play the piano, speak English, ride a bike ; and

that of the letters an’t; and

• Warm-up: Ask pupils to say what they can or can’t do, using

I can _./ I can’t _.

can can’t

Parrot! Parrot!

You can fly.

You can’t swim.

Rabbit! Rabbit!

You can run.

You can’t fly.

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going to listen to the chant and pronounce correctly the sound of the letters an

as in can and that of the letters an’t as in can’t

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to look at the chant on it Pronounce the focused sounds (first in isolation and

then in the words can and can’t) a few times as a model Get pupils to say them

Ask some pupils to sing the chant Provide help and correct mistakes when

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necessary.

2 Listen and tick.

Tell pupils that they are going to listen to Nam and Linda talking about their

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abilities or inabilities and tick the correct answers.

Play the recording or read the text aloud for pupils to listen.

1 Hi I’m Nam I’m from Viet Nam I can ride a bike.

2 Hello I’m Linda I’m from England I like music, but I can’t play the piano.

Answers: 1 a 2 b

3 Read and complete.

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going to read the text and complete the blank spaces under the pictures

Explain the meaning of √ and x in the pictures (√: can, x: can’t) Ask pupils to refer

to number 3 as the example.

Let pupils read the text and do the task individually Monitor the activity and

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offer help when necessary.

Ask pupils to exchange the answers with their partners to find out possible

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Answers: 1 Nam 2 Quan

4 Let,s play.

Guessing Game

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of paper with the picture of a dog, a fish and a parrot on the board Tell pupils

that they are going to play the Guessing Game

Check first if pupils can recognize the animals in the picture Point to the picture

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and ask some questions about the animal (e.g What’s this animal? What can it

do? Can it swim?).

Explain how the game is played Divide pupils into groups of 5 A pupil in one

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group says two sentences about the animal in the picture, using can and can’t (e.g It can swim But it can’t walk.), then asks What is it? The pupils of the other groups look at the picture and guess (e.g It’s a fish.) The group that gives the

right question and answer gets 5 points.

The groups take turn to ask and answer questions Monitor the activity and offer

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help when necessary.

The group that gets the most points will win.

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Follow-up

Pupils ask and answer questions about their own abilities, using

• Can you _? and What can you do?

Summary

abilities

Ask pupils to open their Student’s Book on Page 28 Help them to identify the

•

pupils in the picture (Tom and Peter) Tell them that they are going to listen to

the recording and repeat the dialogue between Tom and Peter

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Play th

• e recording through or read the dialogue aloud for pupils to listen.

• r practice like this with smaller groups.

2 Look and say.

Ask p

• upils to look at Pictures a, b, c, d and e on Page 28 Tell them that they are going to look at the pictures and practise asking and answering the question

Can you _? Teach the answers Yes, I can./ No, I can’t.

Ask pupils to identify what the boy/girl in each picture can do Help them

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to choose the right words or phrases to identify the activities in the pictures

(Picture a: use a computer; Picture b: ride a bike; Picture c: draw a parrot; Picture d:

play the piano and Picture e: speak English).

Get pupils to work in pairs, one asks the question and the other gives the

• upils to open their Student’s Book on Page 29 Ask them if they write a

blog Explain them how and why people write a blog.

Tell pupils that they are going to complete their blogs about what they can

with pupils’ help

Then erase it and get pupils to complete their own answers, filling in the blank

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• k pupils to open their Student’s Book on Page 29 Stick the large-sized sheet

of paper with the chant on the board Tell them that they are going to sing the

chant Explain the meaning of the new words (dinner, tree).

Play the recording through for pupils to get familiarized with the pronunciation,

•

the stress, the rhythm and the intonation of the chant

Summary

to ask and answer questions about abilities; and

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UNIT 5 - Our Hobbies

Competences

•Expressing what someone likes doing

•Asking and answering questions about someone’s hobbies

New language

•Phonics/Pronunciation: cooking dancing

•Vocabulary: hobby, music, music club

•Sentence patterns: - I like dancing.

- What is your hobby?

Dancing.

Resources

•Audio and visual aids: Recordings, stickers, and

and Page 35, and the song on Page 33

PROCEDURE LESSON 1

Duration: 2 periods Objective: Pupils will be able to say what someone likes doing Warm-up: Pupils sing the chant on Page 29.

Ask pupils to open their Student’s Book on Page 30 and look at the pictures

•

Help them to identify the pupils in the pictures (Nam, Linda and Phong) Tell

pupils that they are going to look at the dialogue in their Student’s Book, listen

to the recording and repeat the dialogue between Nam, Linda and Phong Play the recording through or read the dialogue aloud for pupils to listen as they

•

2 Look and say.

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going to practise saying what someone likes doing Help them to identify what the boy/girl in each picture likes doing.

Tell pupils to look at the pictures and say the words

• reading, cooking, swimming

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Use the first picture to do the task as a model; e.g

going to practise saying what someone likes doing Help them to identify what

the people in the pictures like doing (E.g Picture a: cooking; Picture b: swimming; Picture c: skipping and Picture d: reading).

Use the first picture to do the task as a model; e.g

• I like cooking.

Ask pupils to work in pairs to say what someone likes doing, using

• I like _

and the picture cues.

Ask pupils to role play, presenting their own favourite activities

Select some pupils to talk about what they like doing in front of the class

•

4 Listen and tick.

Ask pupils to look at the pictures on Page 31 Tell them that they are going

1 I’ve got many books I like reading

2 I don’t like playing chess I like skipping.

to say what someone likes doing, using

Trang 31

LESSON 2

Duration: 2 periods Objectives: Pupils will be able

to pronounce correctly the sounds of the letter

different contexts; and

• Warm-up: Pupils say what they like doing, using things (e.g pictures,

CDs, dolls, toys) they have collected

cooking dancing

Dancing! Dancing! Dancing!

Do you like dancing?

Yes, I do Yes, I do.

It’s exciting.

Cooking! Cooking! Cooking!

Do you like cooking?

No, I don’t No, I don’t.

It’s so boring.

•

to listen to the chant and pronounce correctly the sounds of the letter c as in

cooking and dancing Explain the meaning of the new words exciting, so, boring.

•

to look at the chant on it.

Pronounce the focused sounds (first in isolation and then in the words

•

cooking and dancing) a few times as a model Get pupils to repeat them a few

times Draw their attention to the different pronunciations of the sounds of the

letter c in the two words (cooking and dancing).

Play the recording for pupils to listen to and repeat the chant Repeat the step

2 Listen and match.

Ask pupils to look at the picture on Page 32 Tell them that they are going to

Trang 32

Get pupils to compare their answers with their partners Discuss their answers

A: Do you like drawing, Nam?

B: No, I don’t I like dancing.

3

Hi My name’s Hoa I like drawing I can draw well.

4

A: Do you like skipping, Mary?

B: Yes, I do I like skipping very much.

Answers: 1 d 2 c 3 b 4 a

3 Read and tick Yes or No.

Get pupils to open their Student’s Book on Page 33 Tell them that they are going to

•

read the dialogue between Tom and Linda and tick Yes or No in the boxes below

Let pupils read the text and do the task individually.

I like flying a kite.

E-I-E-I-E-I-O

I like flying a kite.

He likes riding a bike.

E-I-E-I-E-I-O

He likes riding a bike.

Stick the large-sized sheet of paper with the song on Page 33 on the board and

Trang 33

Sing each line of the song and get pupils to repeat after you Repeat this step

to pronounce correctly the sounds of the letter

someone’s hobbies

Warm-up: Pupils sing the song on Page 33.

Ask pupils to open their Student’s Book on Page 34 Help them to identify the

•

pupils who are standing in front of the music club (Nam, Nga and Quan) Tell

them that they are going to listen to the recording and repeat the dialogue between Nga, Quan and Nam Explain the meaning of the words and

expressions (e.g all, music, music club).

Ask pupils to look at the dialogue Play the recording through for pupils to listen.

Quan’s parts Repeat the step, but this time get the groups to swap their roles

Do further practice like this with smaller groups.

•

2 Look and say.

Ask pupils to look at Pictures a, b, c, d, e and f on Page 34 Tell them that they are

•

going to look at the pictures and practise asking and answering the question

What’s your hobby?

Ask pupils to identify what the pupils in the pictures like doing Provide the

•

vocabulary needed for doing the task (e.g Picture a: singing; Picture b: cooking; Picture c: playing chess; Picture d: collecting toys; Picture e: playing the piano and

Trang 34

Get pupils to work in pairs, one asks the question

• What’s your hobby?, and the

other gives the answer, using the picture cues Monitor the activity and offer help when necessary.

Call on some pairs of pupils to perform the task in front of the class.

•

3 Write.

•

going to write about hobbies, using the sentence pattern My/His/Her hobby is

and the picture cues.

Ask pupils to look at Picture 1 and discuss how to do the task Tell pupils to work

•

out the answers for Pictures 2 and 3

Ask pupils to complete the sentences individually and then exchange their

I like jumping very high.

the stress, the rhythm and the intonation of the chant Explain the meaning of

the expressions (in the rain, very high).

to ask and answer questions about someone’s hobbies; and

Trang 35

Review 1

Objective: In this review unit, the teacher will help pupils

to revise the topics, the language competences, the language

knowledge (phonics, vocabulary, sentence patterns) and

the language skills (listening, speaking, reading, writing)

they have learnt from Unit 1 to Unit 5.

Duration: 2 periods

Resources:

- Student’s Book Tiếng Anh 4, Tập Một, Review 1, Pp 36 – 41

- Audio and visual aids: Recordings, stickers, flash

cards, and large-sized sheets of paper for the phonics,

the vocabulary and the sentence patterns

Giving answers to the quesstion

• How are you?

Asking and answering questions about where someone is from

Trang 36

4 Vocabulary

Words to greet formally and

respond to formal greetings good morning, good afternoon, good evening bored, well, happy, OK

Words to name countries and

nationalities

England, English America, American Australia, Australian Viet Nam, Vietnamese China, Chinese

Japan, Japanese

Words to name months and dates January, February, March, April, May, June,

July, August, September, October, November, December

first, second, third, fourth, fifth

Words to indicate actions swim, draw, ride a bike, play the piano, use a computer, dance, play badminton

5 Sentence patterns

- Good morning, Miss Hien.

- How are you?

I’m fine, thank you.

- Where are you from?

I’m from England.

- What’s the date today?

It’s the fifth of October.

- What can you do?

I can dance.

- Can you play badminton?

Yes, I can./ No, I can’t.

- I like dancing.

- What is your hobby?

Dancing.

Trang 37

B PRACTICE

I Complete each word Say it aloud.

Ask pupils to open their Student’s Book on Page 36 Tell them that they are going to

•

complete the missing letter(s) in the word under each picture and say it aloud

(Picture 1: morni_ _; Picture 2: afternoo_; Picture 3: c_ _; Picture 4: c_ _ _; Picture 5:

Septemb_ _; Picture 6: _une; Picture 7: _ycling; Picture 8: dan_ing; Picture 9: Vietnam_ _ _

and Picture 10: Japan_ _ _).

Get pupils to complete the words individually, using the pictures and word cues.

•

Ask pupils to exchange their answers with their partners and say the words aloud

•

Monitor the activity and offer help when necessary.

Call on some pupils to write the words on the board and say them aloud The rest of the

•

class observe and give comment(s).

Announce the answers to the class Provide explanation(s) when necessary.

•

Answers:

1 morning 2 afternoon 3 can 4 can’t 5 September

6 June 7 cycling 8 dancing 9 Vietnamese 10 Japanese

II Write the missing letters.

•

write the missing letters to complete the sentences.

Help pupils to identify the situations in the pictures (Picture 1:

• Miss Hien is greeting the pupils in the afternoon; Picture 2: Tom and the Statue of Liberty; Picture 3: the calendar sheet of October; Picture 4: the girl that cannot play the piano and Picture 5: a boy

and give comment(s).

Announce the answers to the class Provide explanation(s) when necessary.

•

Answers:

1 afternoon 2 America 3 October 4 can’t 5 drawing

III Listen and tick.

Ask pupils to open their Student’s Book on Page 38 and look at the pictures Tell them

•

that they are going to listen to five different dialogues and tick the correct pictures

Help pupils to identify the situations in the pictures (e.g 1 Picture a: two pupils greeting

in the morning and Picture b: Mum saying “good night” to the daughter; 2 Picture a: The Opera House in Australia and Picture b: The Great Wall of China; 3 Picture a: the calendar

Trang 38

a bike and Picture b: a girl swimming; 5 Picture a: a boy playing chess and Picture b: a boy playing football)

A: Good night, Mummy.

B: Good night, Mary.

2

A: What’s your name?

B: My name’s Mei Mei.

A: Where are you from?

B: I’m from China.

A: What can she do?

B: She can ride a bike.

IV Read and answer the questions.

•

read the text about Linda and answer the questions Explain the meaning of the phrase

in her free time.

Let pupils read the text and do the task individually.

Trang 39

Answers:

1 She’s from England.

2 Singing./It’s singing.

3 She can sing many Vietnamese songs

4 She goes to the music club.

V Write.

•

complete the sentences, using the pictures as cues.

Ask pupils to complete the sentences individually.

•

Ask pupils to exchange their answers with their partners Monitor the activity and offer

•

help when necessary.

Get some pupils to write their answers on the board The rest of the class observe and

1 Australia 2 singing 3 play the piano 4 the second of May

VI Look and talk.

•

look at the pictures and practise saying the sentences about Peter, using the pictures

as cues

Ask pupils to identify the pictures (Picture 1:

• Peter and the Big Ben Tower; Picture 2:

a birthday cake and the calendar sheet of January; Picture 3: Peter riding a bike and

Picture 4: Peter with his toys).

Ask pupils to work in pairs to say the sentences about Peter, using the sentence

Trang 40

UNIT 6 - My School

Competences

•Asking and answering questions about where a school is

•Asking and answering questions about what

class/grade someone is in

New language

•Phonics/Pronunciation: school, street

•Vocabulary: street, village, class, grade, address

•Sentence patterns: - Where is Trang An School?

Resources

•Student’s Book Tiếng Anh 4, Tập Một, Unit 6, Pp 42 – 47

and large-sized sheets of paper for the chant on Page 44

and the game on Page 47

PROCEDURE LESSON 1

where a school is.

Warm-up: Ask pupils to say their school name and address (Help

pupils to say them in English).

Ask pupils to open their Student’s Book on Page 42 and look at the picture Tell

•

them that Akio and Miss Hien are in the street Tell pupils that they are going to look at the dialogue in their Student’s Book, listen to the recording and repeat the dialogue between Akio and Miss Hien.

•

Divide the class into two groups Ask one group to repeat Akio’s part and the

Tiêu đề	Teacher's Book English 4 (New)
Trường học	Vietnam National University Hanoi
Chuyên ngành	English
Thể loại	Teacher's book
Thành phố	Hanoi

Định dạng
Số trang	159
Dung lượng	12,74 MB